France VET in EuropE - Country report 2014 - REFERNETFRANCE - Centre Inffo
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REFERNETFRANCE
FRANCE
VET in Europe - Country report 2014
France
Centre Inffo
This country report is part of a series of reports on vocational education and training
produced for each EU Member State plus Norway and Iceland by members of ReferNet,
a network established by Cedefop (European Centre for the Development of Vocational
Training).
The opinions expressed in this report are not necessarily those of Cedefop.
Please note that ReferNet reports are based on a common structure and are available at:
http://www.cedefop.europa.eu/EN/Information-services/vet-in-europe-country-reports.aspx
The preparation of this report has been co-financed by the European Union
Authors : ReferNet France, Centre for the Development of information on Long life vocational
training, Centre Inffo
Régis Roussel, Project manager, Europe-International and Regions department, facilitator for
the Refer-France network
Romain Pigeaud, legal study executive, law department
Stéphane Héroult, information officer, documentation department
Radija Némili, Secretary
© Copyright : Centre Inffo
2 REFERNETFRANCE
Centre Inffo FRANCEEditorial
In France people can, throughout their lives, access education as part of a
process of lifelong learning. In 2011-2012, 71.7% of people aged 14-22
were in education, or almost 15 million schoolchildren and students in total. In
2011, one in three employees participated in a training programme. Lifelong
learning gives everyone a chance for education, either at school or university
for pupils and students, or through vocational education and training for all
working people, of all ages.
The resources provided for vocational education and training accounted for
1.55% of France’s gross domestic product in 2012.
Vocational education and training consists of two elements, which are relatively
independent of each other:
- initial vocational training for young people in full-time education and to
apprentices;
- c ontinuing vocational training for young people who have left or completed
initial education and to adults on the labour market.
Education extends to all ages, and includes opportunities for vocational and
alternate training, whether within a school context or under an employment
contract. In recent years, cooperation between schools and business has
increased significantly and the links between them have multiplied.
The educational sector is also undergoing substantial development within the
framework of EU policy.
3 REFERNETFRANCE
Centre Inffo FRANCETable of content
Chapitre 1 External factors influencing VET 6
1.1 Political and administrative background 6
1.2 Population 6
1.3 Economics 7
1.4 Labour market 7
1.5 Average level of education 8
Chapter 2 Providing vocational education and training in a lifelong
learning perspective 9
2.1 Main characteristics of the national education and training system 10
Diagram of the national education and training system 11
2.2 Government-regulated VET provision 11
2.2.1 Initial vocational training - IVET 11
2.2.1.1 The different levels and certifications in IVET 11
2.2.1.2 VET-provision, main features of apprenticeship 13
2.2.1.3 Funding IVET 14
2.2.2 Continuing vocational - CVET 14
2.2.2.1 Main lifelong learning programmes 15
2.2.2.2 Routes and progression opportunities 15
2.2.2.3 Education and training providers 16
2.2.3 Learning opportunities for vulnerable groups 16
2.3 Other forms of VET 16
2.3.1 Vocational qualification certificates 16
2.3.2 Training schemes without qualifications 17
Chapter 3 Shaping VET qualifications 19
3.1 The development of certifcations awarded on behalf of the State 19
3.1.1 Preparation of certifcations in ministries with a Professional Consultative
Committee (CPC) 19
3.1.2 The development of higher education certifications awarded on behalf of the State 20
3.2 The development of certifications in the professional sectors 20
3.3 The National Register of Vocational Certifications 21
Chapter 4 Promoting participation in vocational education and training 22
4.1 Lifelong career guidance 22
4.1.1 Career guidance for young people, schoolchildren and students 22
4.1.2 Career guidance for adults, employees or jobseekers 22
4.2 Information on employment and training 22
4.2.1 At national level 23
4.2.2 At regional and subregional level 23
4.3 Financial and support incentives 23
4.3.1 Public subsidies 23
4.3.2 The role of the OPCA 24
Annex 1 Bibliography 25
Annexe 2 Glossary 31
5 REFERNETFRANCE
Centre Inffo FRANCEChapter 1 External factors influencing VET
1.1 Political and administrative The departmental and regional levels are also under the
government’s jurisdiction, and are represented by the
background prefects.8
The status of French overseas territories differs. Some
France is an indivisible, secular, democratic and social
of them, like Guadeloupe, La Réunion and Mayotte,
Republic. Its institutions are currently governed by the
are departments and regions. Others have the status of
Constitution of 4th October 1958.1 The legislative
Overseas authorities, with varying degrees of jurisdiction
power is held by the Parliament, who draws up and
and autonomy.9 Since the 1980s, the territorial
passes laws, and monitors governments.2
authorities (regional, departmental, municipal) have
Executive power is shared between the President of had responsibilities for the implementation of national
the Republic and the government. The President of policies, in particular relating to vocational training and
the Republic who is elected for five years at a time by the management of educational premises10.
universal direct suffrage, appoints the Prime Minister
and the members of the Government.3
The government, led by the Prime Minister, decides 1.2 Population
and conducts the national policies. Each member of the
government is placed at the head of a group of services, France is the European Union’s biggest country, with a
which constitute his or her ministerial department and total surface area of 675,417 km². Most of its territory
over which(s) he exercises hierarchical authority.4 (543,965 km²) and population are situated in Western
Within this system, primary and secondary education Europe, but it also includes several regions and territories
are under the responsibility of the Minister of National spread around the Americas, the Indian Ocean and the
Education; higher education the responsibility of the Pacific Ocean.
Minister of Higher Education and Research; and finally, As of 1st January 2014, the population of France was
continuing vocational training is the responsibility of 65.8 million, with 63.9 million living on the mainland,
the current Minister of Labour, Employment, Vocational and 1.9 million in overseas departments (excluding
Training and Social Dialogue. Mayotte): that is ten million more people than 30
There are three levels of territorial authority: the years ago and twenty million more than 50 years ago.
municipalities (36,767 in mainland France as of With 12,9% of the population of Europe, France is
1 January 2014)5, the departments (96 excluding the continent’s second most populous nation (behind
overseas departments)6 and the regions (22 in mainland Germany 16,2%) and ahead of the UK and Italy11.
France), plus 5 overseas departments and regions. France’s demographic dynamism is primarily based on
The territorial authorities are public structures that are a high birth rate and a still relatively low death rate.
separate from the State, and therefore enjoy legal and The natural surplus in 2013, estimated at 238,000, is
financial autonomy. They are managed by councils nevertheless slightly below last year’s level. In France in
or deliberative assemblies elected by universal direct 2012, the fertility rate was 2.01 children per female:
suffrage, and by executive bodies generally drawn from within the European Union, only Ireland has a higher
the public service.7 fertility rate, with 2.01 children per female12.
The migratory balance, estimated at +50,000 in 2013,
1. http://www.conseil-constitutionnel.fr/conseil-constitutionnel/ also contributes, though to a lesser degree, to the
francais/la-constitution/la-constitution-du-4-octobre-1958/la-constitution-
du-4-octobre-1958.5071.html
increase in the French population13. In 2010, there were
2. http://www.france.fr/paris-et-ses-alentours/fiche-didentite/la-france
5.51 million immigrants living in France, 8.5% of the
3. http://www.elysee.fr/president/la-presidence/les-institutions-de-la-
cinquieme-republique/les-institutions-de-la-cinquieme-republique.9647.
html 8. http://www.assemblee-nationale.fr/connaissance/fiches_synthese/
4. http://www.assemblee-nationale.fr/connaissance/fiches_synthese/ fiche_11.asp
fiche_1.asp 9. http://www.vie-publique.fr/decouverte-institutions/institutions/
5. « Les collectivités locales en chiffres. 2013 » Direction générale de collectivites-territoriales/categories-collectivites-territoriales/que-sont-
collectivités locales departements-regions-outre-mer.html
6. http://www.vie-publique.fr/decouverte-institutions/institutions/ 10. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.
collectivites-territoriales/categories-collectivites-territoriales/qu-est-ce-que- php/France_fr:Contexte_et_tendances_ d%27ordre_politique,_social_
departement.html et_%C3%A9conomique
7. http://www.vie-publique.fr/decouverte-institutions/institutions/ 11. Insee - Charts of the French economy - 2014 edition
collectivites-territoriales/categories-collectivites-territoriales/qu-est-ce-qu- 12. Insee - Charts of the French economy - 2014 edition
collectivite-territoriale-ou-collectivite-locale.html 13. Insee - Charts of the French economy - 2014 edition
6 REFERNETFRANCE
Centre Inffo FRANCEpopulation, of whom 42.8%, i.e. 2.36 million people and non-commercial activities), 29.85% belonged to
were from a country on the African continent. The this sector. This was followed by “Professional, scientific
proportion of immigrants from the European continent and technical activities and administrative and support
remains large, though falling: it stood at 37.4% in 2010, service activities” (16.93%), construction (13.51%) and
as compared with 50% in 1990. 14.3% of France’s “Public administration, education, human health and
immigrants are from Asia.14 social work activities” (13.44%). According to the same
As people live longer, France’s population continues source, the majority of French companies are very small
to age. People aged 65 or more represent 18% of the enterprises: 67.1% have no employees and 27.21%
population (compared with 16% ten years ago), and have between 1 and 9 employees21.
more than half of them are aged 75 or over. Since
1980, the number of people aged 60 or more has
grown from 17% to 24.2%, and their proportion in
1.4 The labour market
the French population as a whole is almost the same
as that of young people aged under 20 (respectively In 2012, the working population of mainland France
23.4% and 24.7%)15. According to Insee’s most recent was estimated at 28.6 million people aged 15 or more,
demographic projections, the proportion of the 60 indicating an employment rate of 63.9%. As has occurred
and over age group in the population should continue every year since 1976, the working population grew
to increase steadily until 2035, when it is expected to in 2012 (by 221,000). This increase results exclusively
reach around 30%16. from the increasing participation of senior citizens in the
labor market. Trends in the working population also
depend on changes in working behaviour, for example
1.3 Economics the growing female participation in the labour market.
On average in 2012, the employment rate in the 15-64
In 2012, France’s gross domestic product (GDP) stood age bracket was stable at 70.9%, with three quarters of
at e2 032.3 billion17, making it the world’s fifth ranked working-age men and two thirds of working-age women
economic power, behind the USA, China, Japan and in employment. With a dynamic workplace training,
Germany, and in front of the United Kingdom18. employment rates in the 15-24 age group increases
Between 2000 and the end of 2007, France’s GDP for women (+0,5), and also for men (+0.5 since 2010)
grew by an average of 2.1% a year. In 2008, and in 2012, respectively to 66.6% and 75.3%. The
especially 2009, the French economy suffered from the employment rates in the 55-64 age group grew up since
effects of the world financial crisis: its GDP shrank by 2010 (up 0.5 points since 2010).
0.2% in 2008, then by 3.1% in 2009, a contraction According to Insee’s most recent projections for the
unprecedented since the Second World War19. In working population, the number of working people is
2012, in constant Euro, gross domestic product (GDP) expected to rise strongly until 2025 and then stabilise.
stagnated, after rising 1.7% in 2010 and 2.0% in 2011. Always after INSEE statistics on the evolution of the
However, because of the sovereign debt crisis in the workforce, it is then projected to resume its rise from
Eurozone, the OECD predicts a significant slowdown in 2035, if fertility rates remain at the high level observed
France’s growth, which is not expected to exceed 0.8% in recent years. Because of population ageing, it
in 201420. is predicted that there will be only 1.5 people in
The economy depends primarily on the tertiary sector: employment for each non-working person over the age
indeed, services (commercial and non-commercial) of 60 by 2060, as compared with 2.1 in 201022.
accounted for almost 80% of the gross added value For the last 30 years, France has been characterised by
generated nationally in 2012, way ahead of industry a high level of unemployment: from only 3.5% in 1975,
(12.5%), construction (6.3%) and agriculture (2%). the unemployment rate rose to 5.4% in 1980, then to
Within the tertiary sector, the main branches of activity 9% in 1985, to remain at a high level for the last 20
are: real estate (13.2%), wholesale and retail trade years, with close to 10% of the working age population
(11.2%), services to enterprise (12.4%) and non-market unemployed23. In addition, the unemployment rate in
services (22.6%). Wholesale and retail trade is the France is generally higher than that of its neighbours:
branch with the largest number of enterprises. Of the 3.6 between 1998 and 2009, with the exception of 2001
million enterprises listed in in 2012 (excluding agriculture and 2002, the average unemployment rate in the
European Union was always lower than that of France24.
14. Insee - France, social portrait - Insee Références - 2014 edition
On average at the end of the year 2012, almost 2.8
15. Insee - Charts of the French economy - 2014 edition
16. Insee - France, social portrait - Insee Références - 2014 edition 21. http://www.insee.fr/fr/themes/tableau.asp?reg_id=0&ref_
17. Insee - The French economy - Insee Références - 2014 edition id=NATTEF09203
18. International monetary fund (http://www.imf.org/external/pubs/ 22. Insee - Charts of the French economy - 2014 edition
ft/weo/2013/01/weodata/index.aspx) 23. As defined by the International Labour Office (ILO). Unless otherwise
19. Insee - The French economy - Insee Références - 2014 edition specified, valid for all references to the unemployment rate in this text
20. http://www.oecd.org/fr/eco/perspectives/ 24. Centre for strategic analysis - Labour and employment in 20 years -
franceprojectionseconomiques.htm July 2011
7 REFERNETFRANCE
Centre Inffo FRANCEmillion people were unemployed in mainland France, at the end of the 1970s were respectively 16%, 44%
signifying an unemployment rate of 9.3% of the working and 40%. The qualification levels of youngsters leaving
age population. In general, relatively fewer women initial education stabilised in the 2000s.
than men are affected by unemployment: in 2012, the Obtaining an upper secondary school qualification
unemployment rate among women was thus 0.3 points corresponds to the minimum qualification threshold set
higher than that of men in mainland France (10.1% by the European Union (identified in the Lisbon strategy’s
compared with 9.8%)25. reference criteria). In 2012, in mainland France, 11.6%
Another feature of the labour market is that both of young people aged 20 to 24 had not achieved this
young and older people are relatively disadvantaged level and are not in a trained situation29.
in unemployment terms. Young people experience According to the 2012 employment survey, 51% of
lasting problems in finding work and frequent periods people aged 25-64 had undertaken a training course
of unemployment. The people over 50 find it hard in the previous 12 months, whether for professional or
to remain in work and face a high level of long-term personal reasons. Amongst the working age people, the
unemployment26. On average at the end of 2012, unemployed undertake less frequent training but follow
the unemployment rate in the 15-24 age bracket was courses that are longer on average than employed
23.9%, in the 25-49 bracket 9% and amongst the over people. The majority of courses taken by job-seekers are
50s more than 7%. Although the rise in unemployment funded by the Regions, which target their interventions
in the second half of 2012 affected all age brackets, at young people. Amongst employed people, the self-
it affected young people the most: Since 2010, the employed take fewer courses than salaried employees.
unemployment rate in the 25-49 age group grew by 0.7 Managers and technicians have more access to training
points and among the over 50s by 0.6 points, whereas than other employees, with 68.3 % of them in 2012
youth unemployment grew by 1 points.27 stating that they had taken a course in the previous 12
months. Fewer unskilled workers had been on courses
(25.6%). Overall, “training goes to the trained”, insofar
1.5 Average level of education as access to training rises with educational achievement.
Amongst those aged 25-64, only 25.6 % of people
Having a qualification, especially a high one, plays a without qualifications are trained compared with 66.6
decisive role for those entering the job market for the % of those who have bac +2.
first time. Indeed, whatever the economic circumstances
when they first enter the labour market, the employment
situation of people who have a qualification is markedly
better than that of young people with a secondary level
qualification (CAP-BEP, baccalaureate or equivalent) or
those leaving education with a basic or no qualification.
In 2012, 17,0 % of unqualified were unemployed, as
compared with respectively 5,4 % those who have Bac
+ 2 degree.
The situation of low-skilled youngsters in the labour
market is markedly worse: it takes them longer to find
a job, and any job they get is likely to be precarious.
This greater precariousness persists throughout their
working life: after five years on the labour market,
the unemployment rate amongst low-skilled workers is
between 20% and 30%, (27.7 in 2012) as compared
with an across-the-board rate of 10% for people who
have been on the labour market for the same length of
time (rates measured over the period 1990-2012)28.
Until the mid-1990s, young people became steadily
better qualifies. On average, amongst youngsters
leaving initial education in 2009, 2010 or 2011, 42%
were graduates, 42% had at most a secondary school
qualification and 16 left school with low qualification;
the equivalent percentages for people leaving education
25. Insee - The French economy - Insee Références - 2014 edition
26. Centre for strategic analysis - Labour and employment in 20 years -
July 2011
27. Insee - The French economy - Insee Références - 2014 edition
28. Insee - France, social portrait - Insee Références - 2014 edition 29. Insee - France, social portrait - Insee Références - 2014 edition
8 REFERNETFRANCE
Centre Inffo FRANCEChapter 2 P
roviding vocational education
and training in a lifelong learning
perspective
Lifelong learning includes initial training, including Beside the state certifications, there are some other
apprenticeship, and subsequent training, which are possibilities for training courses that lead to an evaluation
continuing vocational training for adults and young which can qualify as a certification. By contrast, with the
people already engaged in active life. state certifications, the other certifications are created,
Since an act passed in 200930, every working person recognized and delivered by different bodies (see §
has a right to a professional qualification. Under this 2.3), and some of them can only be obtained via a
right, everyone – whatever their status – must be allowed training course.
to choose a training course that enables them to progress In other words, the methods for accessing different
in their career by at least one level, by acquiring a qualifications are flexible. They can be accessed
qualification corresponding to the short- or medium-term through the initial education system, but also through
needs of the economy. This qualification can be a RNCP lifelong learning. It should be noted that a qualification
registered certification, recognised in the professional acquired through lifelong learning will have exactly the
sector classifications, or a certificate of qualification in a same value as one obtained in initial education.
professional sector or cross-sector.
The State remains the only body capable of creating
certifications that can be accessed through initial
education (see diagram). All the qualifications created
by the State can also be accessed via lifelong learning
and VAE.
30. Act No 2009-1437 of 24 November 2009 on lifelong career
guidance and vocational training
9 REFERNETFRANCE
Centre Inffo FRANCE2.1 Main characteristics of the national education and training system
Diagram of the national education and training system
10 REFERNETFRANCE
Centre Inffo FRANCEThe system of vocational education and training refers and Culture31. All the qualifications awarded by the
to different levels of training. It begins at secondary high State are permanently valid and nationally recognised.
school level and continues until the higher level.
Each pathway prepares students to complete an exam 2.2.1.1 The different levels and certifications
to obtain a certification. There are general certifications in initial vocational training
and vocational ones for a total of almost 18.000 The breakdown in terms of levels covers two successive
identified certifications. stages of education: the first includes primary education,
The first one is the lower grade school certification. itself made up of pre-elementary and elementary
With or without this certification, there are several education. The second stage, or secondary education,
opportunities to continue on to upper secondary level goes up to the baccalaureate, which opens the door to
and then to higher learning but after that, just a few higher education.
gateways exist between these pathways. Only secondary and higher education include entire
Higher levels open the possibility of a university degree. curricula or periods of vocational education, of varying
It achieves at different levels including doctor’s state lengths.
degree. At a level corresponding to the same value, Second-degree education
other courses are available among other training
providers, such as business schools, health and social At the beginning of academic year 2013, public and
establishments as well as the “Grandes écoles”. private secondary institutions were educating 5,472,800
pupils in mainland France and in the overseas territories.
In order to give an example of a qualification developed Secondary education is provided mainly in collèges
by the Ministry of Higher Education and his main (middle school) and lycées (upper school).
qualifications: level 5 to 7 of the EQF
The Minister of Higher Education and Research offers Middle school
vocational qualifications running from level III (EQF level Apart from sixth to third grade classes (age 11-15),
5) to level I (EQF level 7) in the French qualification middle school in secondary education includes vocational
scale. classes to prepare students for apprenticeship. The
For the main qualifications: level 5 to 7 of the EQF, there classes take place at a collège, an educational institution
is the Brevet de technicien supérieur (BTS – advanced that teaches all school-age children. They stay at this
technician certificate) – EQF level 5. school for four years. In the final year, pupils choose their
subsequent educational direction. At the end of their time
at the collège, students take their general certificate of
2.2 Government-regulated VET secondary education (diplôme national du brevet).
provision Upper school
After collège, pupils can continue their school education
Among the factors that distinguish initial education at upper school, either on a general and technological
and lifelong learning are the difference between the curriculum or a vocational curriculum. Upper school
tutelary ministries, the sources of funding and even the lasts three years. Teaching is done in lycées, essentially
objectives. state schools, which have the status of local public
educational establishments (EPLE). They are built and
maintained by the regional authorities.
2.2.1 Initial vocational training
In upper school, the vocational curriculum prepares
Initial vocational training includes various levels of students in the vast majority of cases for the CAP
training from lower secondary until the higher level. (vocational training certificate), the vocational
Different ministries develop and award qualifications, baccalaureate and the brevet des métiers d’arts (BMA –
university degrees and vocational credentials on skilled trades certificate).
behalf of the State. These ministries are above all the
The CAP
Ministry of National Education and the Ministry of
Higher Education, but also the ministries responsible The CAP (certificate of professional skills) is a
for Agriculture, Employment, Social Affairs, Youth and qualification as a worker or qualified employee in a
Sport, Health and Culture All the qualifications awarded given employment sector. There are around 200 CAP
by the State are permanently valid and nationally specialities in the industrial, commercial and service
recognised. sectors. CAP provides a first level of qualification. Holders
of this qualification can begin work or continue their
Different ministries develop and award qualifications,
studies to prepare for a brevet de maitrise (advanced
university degrees and vocational credentials on behalf
diploma) or a baccalaureate, either at school or through
of the State. These ministries are above all the Ministry of
an apprenticeship.
National Education and the Ministry of Higher Education,
but also the ministries responsible for Agriculture,
Employment, Social Affairs, Youth and Sport, Health 31. http://www.cncp.gouv.fr/site/cncp/Accueil35701/
Enregistrement-de-droit
11 REFERNETFRANCE
Centre Inffo FRANCEThe vocational baccalaureate: This is a qualification studying, in particular towards a vocational Bachelors
that allows successful candidates to enter a profession. degree.
It takes three years to prepare (age 15-18). There are
almost 80 specialities. The Bachelors degree
In two generations, the proportion of holders of a The Bachelors degree is a national higher education
baccalaureate rose from 3% in 1945, to 25% in 1975, qualification awarded after six semesters (3 years)
reaching 71.6% in 2011. at university, following the baccalaureate or via the
accreditation of work experience (VAE). It is available
In 2011, amongst holders of this qualification: in virtually all disciplines and sectors of activity. The
-5
0% went on to university, excluding IUT (university degree and vocational degree programme begins
institute of technology); with a common multidisciplinary core of subjects. The
curriculum then becomes gradually more specialised.
-2
3% studied for technological qualifications (BTS or
Students have the option to make a final choice on their
DUT – two-year technical degrees);
educational direction at several stages in the course.
-6
% registered for preparatory classes to enter France’s
Once they have obtained their degree, students can
elite grandes écoles;
then apply to enter the Masters programme.
- 14% continued their education in specialist schools.
The vocational Bachelors degree is a national
BMA (skilled trades certificate) qualification issued by a university.
This is a national qualification in a specific skill, which It is open to people with a baccalaureate, but also those
aims to retain and pass on traditional techniques while who have obtained post-baccalaureate qualifications,
promoting innovation. It is available to holders of a such as a BTS or a DUT. It requires two semesters
CAP in the same professional sector. The programme of study (one year), and combines theoretical and
consists of vocational training specific to each BMA practical learning, learning about methods and tools,
speciality, general education, and work placements a 12-16 week work placement and the completion of a
lasting between 12 and 16 weeks. There are currently supervised project.
22 BMA specialities. The vocational Bachelors Degree was designed to allow
Higher education people to move directly into a profession. It relates to
European undertakings on the provision of a degree
As part of the process of harmonising higher education course that reflects the demands of the labour market in
curricula in Europe, the national framework for higher Europe and to the need for new qualifications between
education degrees is structured around three levels: advanced technician level and advanced executive-
Bachelors degree, Masters degree and PhD (LMD in engineer level.
French).
It enables students who so wish to quickly acquire a
Alongside these three, there are also two-year technology professional qualification corresponding to clearly
degrees: the DUT and the BTS. identified needs and jobs.
DUT Masters degree
The DUT (university technology degree) is a two-year The national Masters degree requires the acquisition of
vocational degree open to people with a baccalaureate 120 recognised credits, spread over 4 semesters. It is
or equivalent. It offers training in 24 specialities. open to people with a Bachelors degree or through the
Preparation for a DUT is provided by IUTs (university accreditation of work experience.
technology institutes) attached to universities. These
qualifications prepare people for technical and The course content includes theoretical, methodological
professional management roles in certain sectors of and applied elements and, when required, one or more
production, applied research and the service industries. internships. It also includes an initiation to research and,
It is also possible for students to pursue their education, in particular, the completion of a dissertation or other
for example towards a Bachelors degree. original research work.
The Masters degree provides access to high-level
BTS jobs for people with five years of education following
Study for the BTS (advanced technician certificate) the baccalaureate or access to further study. Some
takes place in the advanced technician section of a regulated professions, i.e. professions which can only
so-called vocational lycée. This course, open to people be exercised with certain qualifications, require people
with a baccalaureate or equivalent, provides specialist to hold a Masters level degree. People with a Masters
education and training. It includes one or more degree can apply to enter a PhD programme.
internships. It gives access to a two-year professional
qualification. At the beginning of the 2011 academic The EPSCP
year, there were 88 BTS specialities, across all fields. Bachelor’s or Master’s degrees can only be awarded
While the purpose of the BTS is immediate entry by legally authorised EPSCPs (établissements publics à
into work, it is nevertheless possible to continue caractère scientifique, culturel et professionnel – public
12 REFERNETFRANCE
Centre Inffo FRANCEscientific, cultural and professional establishments), In the standard educational curriculum, people can
whether under the standard educational curriculum study for a vocational Bachelor’s and Master’s degree:
or through a lifelong learning programme. The -w
ith student status, through a full-time degree
EPSCPs consist of the universities and some 50 other programme within the EPSCP, combined with one or
establishments (mainly public engineering schools). This more internships, where applicable;
means that private educational bodies cannot award
Bachelor’s or Master’s degrees, unless they have signed -w
ith apprentice status, through a sandwich course,
a partnership agreement with an EPSCP. partly at the EPSCP and partly within a company.
Breakdown of people leaving initial education on the basis of their highest qualification
2007-2008-2009 2010-2011-2012 (p)
Year of departure from initial education
All All
in 000s in % in 000s in %
DEA, DESS, Masters, PhD 71 10 90 13
Advanced schools 38 5 37 5
Bachelors, Masters 74 11 62 9
DEUG, BTS, DUT and equivalent 86 13 86 13
Paramedical and social 23 3 19 3
Total with higher education degrees 292 42 294 43
General baccalaureate 58 8 56 8
Technological, vocational and equivalent baccalaureate 113 17 133 20
Total with baccalaureate and equivalent degrees 171 25 189 28
CAP, BEP or equivalent 114 16 93 14
Total with upper school qualifications 285 41 282 42
Certificate only 57 8 47 7
No qualifications 65 9 54 8
Total certificate and no qualifications 122 17 101 15
Total leaving initial education 699 100 677 100
Source: Repères et références statistiques 2014, Ministry of National Education, Higher Education and Research
The rise in level of qualification at departure from initial and practical vocational education, project work
education is the effect of public education policies and internships in companies. For the certificate of
aiming to tackle the challenge of quality in school professional skills (CAP), the course comprises 2 300
education. This has enhanced the success of young hours over two years, of which 420 to 560 hours (12 to
people in secondary education and, more broadly, of 16 weeks) are spent in an internship. For the vocational
everyone leaving initial education. baccalaureate, the course consists of 3 400 to 3 500
hours over three years, of which 770 hours (22 weeks)
2.2.1.2 V
ET-provision, main features are spent in an internship.
of apprenticeships and similar schemes The apprenticeship combines alternatively training
During their initial education and vocational training, with an employer and training at a CFA. The
young people can study for qualifications as students of apprentice spends 60% to 75% of his or her time
a vocational lycée or as apprentices in an Apprentice in a company. Apprentices are supervised by an
Training Centre (CFA - centre de formation des apprentis). apprentice supervisor, who is responsible for passing
on knowledge and expertise and assigning jobs. The
At the vocational lycée (senior high school), studying
period of training in a CFA is at least 800 hours for
for qualifications includes general education, theoretical
the two-year CAP and at least 1 850 hours for the
13 REFERNETFRANCE
Centre Inffo FRANCEthree-year vocational baccalaureate. The curriculum is Funding of educational activities
organised by the CFA. The course focuses on general
and technical training. Education level Percentage Amount of funding
of funding (in millions of euros)
2.2.1.3 Funding IVET First degree 22.77% 31,763
Education funding includes: Second degree 32.94 % 45,943
-e
ducational activities in all their forms (school at all Higher education 17.95 % 12,930
levels including apprenticeship);
Source: Repères et références statistiques 2014, Ministry
-a
ctivities contributing to the organisation of the of National Education, Higher Education and Research
educational system (general administration and
educational research) supporting and facilitating it;
-o
ther associated activities: food and lodging, advice
2.2.2 Continuing voational training - CVET
and school medicine; The lifelong learning system provides several training
- the purchase of goods and services associated with possibilities for young people, people in work and
education: school transport, educational manuals, jobseekers. These arrangements provide access to
supplies… state-recognised qualifications. However, a state-
recognised qualification does not always exclude
Across all funding sources, the contribution to other qualifications, for example those recognised by
educational activities for 2012 was estimated at 6.9% a professional sector, such as CQPs – certificates of
of GDP, e139.4 billion. vocational qualification (see 2.3).
People may follow a training programme in order to
acquire a qualification, but this is not always the case.
14 REFERNETFRANCE
Centre Inffo FRANCE2.2.2.1 Main lifelong learning programmes
Target populations, objectives and funding
Programme name Target population Target qualification Funding
Professional development Young people RNCP registered diploma or qualification Social partners
contract Jobseekers other than CQP: 60.3% Employers
People on basic Certificats de qualification professionnelle State
welfare benefits (CQP – professional qualification
certificates): 12.5%
Qualification recognised in the
classification of a non-RNCP registered
collective agreement: 27.1%
Training plan Employees These training initiatives mainly aim to Mainly the
adapt, develop, acquire, maintain or employers
enhance skills. Social partners
Professional development Mainly employees 67% of these periods do not lead to a Mainly social
period recognised diploma, title or qualification partners, Employers
Individual training leave Employees, Diploma or title: 74.6% Mainly social
Jobseekers who CPNE (joint employment and vocational partners
have previously held training committee) list: 5.68%
a temporary contract No qualification: 8.34%
Personal training account Employees, Notably: All funding sources:
(new system to be Jobseekers - Courses providing basic knowledge and Regions, local job
introduced 1 January skills; centres, social
2015) Unqualified young
people - Courses leading to a RNCP-registered partners, people
qualification or to an identified part of a undertaking the
vocational qualification, classified in the training…
list, for the purpose of acquiring a set of
skills;
- CQP;
- work experience accreditation (VAE)
support initiatives
Courses funded by the Mainly jobseekers, Courses leading to and preparing for Regions
Region sometimes qualifications, professional development Possible joint
employees courses funding by social
84.6% partners
Social and professional integration
courses 15.4%
Courses funded by local Jobseekers Courses for qualifications 49% Regions
job centres Professional development 24% Possible joint
Job adaptation 27% funding by social
partners
Appendix to the finance White Paper 2015 – Vocational training
2.2.2.2 Routes and progression opportunities whether acquired as an employee, a self-employed
worker or a volunteer32. In order to obtain accreditation,
Work Experience Accreditation the applicant must submit a dossier and perhaps
Since the social modernisation act of 17th January undergo an interview with the jury for the relevant
2002, work experience accreditation (VAE validation qualification, which then decides whether to award the
des acquis de l’expérience) has offered a third route chosen qualification fully or partially. This interview is
of access to qualifications and professional credentials,
alongside initial education and lifelong learning. 32. VAE in 2010 in the accrediting ministries, around 30,000
Through that, anybody can obtain a full qualification or qualifications and degrees awarded. Dares Analyses-Dares, Juin 2012,
credential based on his or her professional experience, n° 037
15 REFERNETFRANCE
Centre Inffo FRANCEnot related to his profession, the evaluation of his work 2.2.3 L earning opportunities for vulnerable
by his employer. group
2.2.2.3 Education and training providers Schemes in favour of detainees and people in prison.
In 2012, a total of 19 500 lifelong training bodies Broadly speaking, these vocational training schemes
received revenues of e8.6 billion. 97% of them are form part of integration processes designed to give
in the private sector (for-profit companies, non-profit qualifications to people in prison, and prepare them for
companies and individual training providers): They freedom and the return to work. The prison administration
received three quarters of the revenues and more than is responsible for analysing their needs, designing and
9 million people passed through their training centres, implementing training programmes, and monitoring and
86% of the total. Private, for-profit providers, the largest assessing their effectiveness in establishments under its
section of the private training sector, represented 54% control. From 1st January of 2015, by application of
of the total number of providers in 2012. Alone, they the law n° 2014-288 of 5th March 2014 of vocational
trained 54% of people on courses and generated 50% of training, employment and social democracy, the
revenues. For their part, private, non-profit organisations Regional councils are responsible for the training of the
(associations, unions, cooperatives, foundations, etc.) people in prison. Regional councils will finance and plan
represent a fifth of training providers but 25% of the training programmes. A convention with the state
the market in terms of revenues and client numbers. will specify the operating of the public regional council
Individual training providers represent 23% of the total, of vocational training within the prison establishments.
almost as much as the for-profit sector. However, they In 2013, as a result of funding from the European Social
deal with only one in ten trainees, and receive only 3% Fund, the Government, the Regional Councils, the
of revenues in the sector. National Agency for Social Cohesion and Equality of
Public and semi-public bodies are far less numerous: Opportunity (ACSE - agence nationale pour la cohésion
they only represent 3% of providers. However, they sociale et l’égalité des chances), 26 661 detainees were
trained 14% of people on courses and received 21% of able to take advantage of vocational training schemes
revenues in the sector33. The main public or semi-public and initiatives implemented in and out of prison36.
bodies involved in lifelong learning programmes are:
Schemes for people with disabilities.
The GRETA (GRoupements d’ETAblissements – public
The Labour Law requires the State to take part in the
educational establishment groups) created by the
establishment and implementation of agreed regional
Ministry of National Education.
policies for the training of people with disabilities, in
The CNAM (Conservatoire national des arts et métiers): order to foster greater consistency between training
a public institution that falls within the remit of the schemes and to guarantee an appropriate response
minister responsible for Higher Education. to the needs of individuals and companies. In 2013,
The CCI consular schools, which are attached to the the Government funded 26 048 training initiatives for
Chambers of Commerce and Industry, attached to the people with disabilities, for a cost of e160.3 million.
Ministry of Economics. The consular schools, operating The other funding structures for vocational training
in the field of vocational higher education, include 29 for people with disabilities are primarily the Regional
higher business schools, 25 schools of management and Councils and Agefiph (fund management association for
commerce and 10 engineering schools34. access to work for people with disabilities)37.
The AFPA (Association pour la formation des adultes –
national association of adult vocational training) which 2.3 Other forms of VET
mostly provides training for job-seekers, using Regional
or Government funds. With 232 centres, the AFPA Alongside the diplomas, university degrees and vocational
provides courses leading to one of the professional qualifications awarded on behalf of the State, there are
qualifications issued by the Ministry of Employment35. also vocational training schemes that can either deliver
In addition, all universities have a lifelong learning qualifications created and awarded by players other
department, which offers adults access to most sectors than the State, or that can meet specific needs for the
of higher education. acquisition or development of professional skills.
The lifelong vocational training bodies, whether public
or private, all operate in a competitive market. 2.3.1 Vocational qualifications
In France, the training market is free; this means that
training bodies have no obligation to consult the State
about the way they construct their courses and/or
qualifications.
33. Appendix to the finance White Paper 2015 – Vocational training
34. http://www.cci.fr/web/enseignement-superieur/choisir-votre-
cursus 36. Appendix to the 2015 finance White Paper. Vocational training
35. Annual Report 2011. AFPA, September 2012 37. Appendix to the 2015 finance White Paper. Vocational training
16 REFERNETFRANCE
Centre Inffo FRANCEThe three main certification beside these from the state certification is recognised as a national certification,
are the CQP, the “titres d’ingénieur diplômé”, (qualified with a level (from V to I), by the State and the social
engineer), the “qualifications des grandes écoles“ partners representing employers and employees.
(Business and management qualifications). In the absence of RNCP registration, these certifications
Certificats de qualification professionnelle (CQP – are only “recognised” by the training body. However,
vocational qualification certificates) enable employees they can be recognised by the professional community,
to acquire an operational qualification. The CQP, i.e. allow a holder to obtain a job corresponding to the
recognised by the collective or branch agreement it qualification acquired.
relates to, is thus created and issued within an industry
sector by a joint industry body, usually the CPNE
(National Joint Employment Committee).38 It should 2.3.2. Training schemes without qualifications
be noted that CQPs are not attached to a level of Since 2010 France promoted the acquisition of key
qualification, but are classified separately in the RNCP competences and career management skills in VET. There
(National Register of vocational certifications – see § are a certain number of training schemes managed by
3.3), by sector of activity.39 They can only be accessed the State or other public bodies, which do not award
through lifelong learning programmes and training is qualifications. The purpose of these schemes is generally
usually provided by a body created and managed by to facilitate integration or reintegration into work for
the branch in question. certain categories of people for whom employment is a
Possessing the title “qualified engineer” (titre d’ingénieur problem. There are many measures of this kind, three of
diplômé) allows a person to work as an engineer. which are presented by way of example.
The education required to reach this level generally
lasts 5 years after baccalaureate. It can be provided
The “early school leavers” scheme
by public or private engineering schools. The title of For early school leavers, the authorities have an
“qualified engineer”, which has both an academic and obligation to follow the youth aged 16 to 18 without a
professional quality, is protected and controlled by the diploma and unemployed. The aim is that no one among
CTI (commission des titres d’ingénieur - engineering them is left out of any system of training, integration
qualification committee): only institutions that are or employment support. Each early school leaver has
accredited by the CTI are allowed to award the title of an interview to assess his/her needs, skills and level
“qualified engineer”40. of education. A solution going back to vocational
education and training is offered, accompanied by a
Business and management qualifications : Sixty business
tutor of National Education during the training course.
and management schools are authorised to award
“State approved” qualifications. The “state approved si In December 2013, 20,000 early school leavers were
a recognition procedure conducted by the Ministry of back in the initial education or in Civic Service. In
National Education which gives the diploma the value addition, a further 11,000 young early school leavers
of a national qualification. It is granted for a maximum are currently following an education return process
renewable period of 6 years. These grandes écoles are and 3,000 are beneficiaries of a system that includes
generally private structures managed by professional tutorship as a minimum.
organisations. A State approved qualification provides For the academic year 2014-2015, the aim is to offer
access to the LMD cycle (Licence-Master-Doctorat), 25,000 young school dropouts a return to education.41
whether in France or abroad.
In November 2014, a new plan to combat early school
Apart from state qualifications, CQPs, qualified leaving was presented by the Minister of National
engineer titles and business schools, a training body Education. It comprises a set of prevention measures
can offer its own certifications based on its own set and tools to foster qualification. Systems and practices
of criteria. Focusing on the skills required for the designed to help involve parents will be reinforced and
performance of a job identified on the labour market, generalised, in particular at key stages of educational
a set of certification criteria specifies the procedures for choice.
assessing the candidates’ mastery of these skills and for
their validation by a certification jury, which reaches More modular courses and flexible course options will
a decision following a qualification process (training be tested: for example, in the event of a student having
course, work experience accreditation, etc.). to repeat a year after failing a vocational education
examination, the course may be adjusted to take
These certifications can be registered by application to acquired skills into account, so that only subjects in
the RNCP (national professional qualifications directory), which the required standard was not achieved need to
following referral by the CNCP (national professional be repeated.42
qualifications committee). If registration takes place, the
38. http://formation.cqp.free.fr/spip/spip.php?article3 41. Ministry of National Education, Mobilisation against early school
39. http://www.cncp.gouv.fr/site/cncp/Accueil35701/Repertoire leaving:Report on action undertaken in 2013 and prospects for 2014
40. http://extranet.cti-commission.fr/frontend.php/fr/fond_ 42. Ministère éducation nationale «Dossier de présentation «Tous
documentaire/document/6/chapitre-element/257 mobilisés pour vaincre le décrochage scolaire»
17 REFERNETFRANCE
Centre Inffo FRANCEThe “key competences” scheme consists of tailored
training modules designed to help people develop one
of the five “basic” skills (written comprehension and
expression, initiation to a foreign language, mathematics
and basic scientific and technological skills, numeracy,
the ability to develop knowledge and skills). The aim is
to facilitate access to employment, a work study contract
or training for qualifications, success in an examination
or professional advancement. Such schemes can take
place in parallel with a subsidised contract or training
for a qualification. The “key skills” scheme is primarily
aimed at the following groups: job-seekers; young people
between the ages of 16 and 25 who are unemployed and
no longer in education; employees in work reintegration
schemes or in subsidised contracts. It comes in addition
to the employer’s training obligations43.
43. http://www.emploi.gouv.fr/dispositif/competences-cles
18 REFERNETFRANCE
Centre Inffo FRANCEChapter 3 Shaping VET qualifications
The expression “professional certification” refers to and are divided into major spheres of economic activity.
a description of the skills, abilities and knowledge They are a compulsory place of consultation between the
associated attesting a qualification that is necessary for social partners for all vocational qualifications. This role
the exercise of this profession this function or employment. was reinforced by the so-called “social modernisation”
It’s a document, obtained by an individual following a act of 17th January 2002. All ministries with an interest
set procedure, which confirms these professional skills in training were invited to form CPCs. So far, six
according to a given criterion. ministries have set up such committees44. The Ministries
Professional certifications include vocational of Social Affairs, of Agriculture, of Youth and Sport and
qualifications and diplomas awarded on behalf of the of Culture each have a CPC.
State by certain ministries, but also those created by As for the Ministry of Employment, it has seven CPCs
other bodies (see § 2.3.1) such as: in the following spheres: construction and public works;
- the vocational qualification certificate (certificat de wholesale and retail trade; industry; management and
qualification professionnelle - CQP) created by the data processing; the tourism, leisure, hotel and restaurant
social partners of a branch (see § 3.2) sectors; transport and logistics; and “other services to
- title of “qualified engineer” (titre d’ingénieur diplômé) businesses, local authorities and individuals”45.
created and controlled by the CTI (commission des The Ministry of National Education manages the largest
titres d’ingénieur - engineering qualification committee) number of certification processes and has the most
- vocational certificate (certificat professionnel) created sophisticated procedure. For the purpose of developing
by public or private training providers such as : and updating its professional qualifications, the Ministry
. consular schools placed under the control of the relies on 14 CPCs, corresponding to the main business
chambers of trades and crafts or the chamber of sectors in the economy46. Being the first ministry to have
commerce and industry; set up a CPC, as far back as the 1970s, the Ministry
. CNAM (Conservatoire national des arts et métiers) or was also the first to made its qualification development
the AFPA (Association pour la formation des adultes – processes public. These are formally set out in two guides:
national association of adult vocational training); the Guidelines for the development of professional
. Private establishments in their own name. qualifications and the Guidelines for members of the
These certifying structures have set up specific Professional Consultative Committees47. At the Ministry,
organisations and procedures to develop their any plan to update or create a qualification is preceded
certifications. by an opportunity study, in which all the essential
Most of them are included and classified in the National information (prospective and economic data, sectoral
Register of Vocational Certifications and included key trend analysis, etc.) is brought together with a view
competences. to plan for the needs and developments in jobs and
qualifications. On this basis, outside research bodies
can be commissioned to pursue the work. As soon as
3.1 The development of certifications the relevant CPC reaches a decision, the directory of
professional activities is drawn up on the basis of an
awarded on behalf of the State analysis of actual jobs and job trends, together with a
certification directory which defines the expected skills
Certifications produced by ministries are created on the outcomes, associated knowledge and assessment and
basis of opinions by consultative bodies, which may be: approval procedures.
professional consultative committees (CPC - Commissions Moreover, any plan to update or create a National
professionnelles consultatives), which is the case in Education qualification is submitted to other official
particular for the Ministry of National Education, but consultation bodies:
also for the Ministries of Employment, of Social Affairs,
of Agriculture, of Youth and Sport, and of Culture; - the Higher Council for Education (CSE - Conseil
supérieur de l’Éducation): chaired by the Minister of
national bodies responsible for assessing training National Education or their representatives, made up
courses on behalf of the Ministry of Higher Education. of representatives of teachers, parents, lycée pupils,
3.1.1 P reparation of certifications 44. Guidelines for members of consultative professional committees,
Ministry of National Education, February 2004
in ministries with a Professional 45. Place and role of professionals in the development of vocational
Consultative Committee (CPC) qualifications. Céreq. Net.Doc , n° 89 , 2012
46. http://eduscol.education.fr/cid46815/cpc.html
The CPC are made up of representatives of employers,
47. Place and role of professionals in the development of vocational
employees, the government and qualified individuals qualifications. Céreq. Net.Doc , n° 89 , 2012
19 REFERNETFRANCE
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